Dewey's conception of inquiry is often criticized for misdescribing the complexities of life that outstrip the reach of intelligence. This article argues that we can ascertain his subtle account of inquiry if we read it as a transformation of Aristotle's categories of knowledge: episteme, phronesis, and techne. For Dewey, inquiry is the process by which practical as well as theoretical knowledge emerges. He thus extends the contingency Aristotle attributes to ethical and political life to all domains of action. Knowledge claims become experimental, the result of which makes them revisable in the context of experience. As a result, when we say a person (e.g., scientist, craftsman, or citizen) displays practical wisdom we are reading their judgments within a complex horizon, whose success as judgments require alertness and discernment of salient features in response to an uncertain environment. Contrary to his critics, he seeks to make us attuned to the world's inescapable, and sometimes, tragic complexity
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DOI 10.2979/TRA.2007.43.1.90
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References found in this work BETA

The Pragmatist Enlightenment (and its Problematic Semantics).Robert B. Brandom - 2004 - European Journal of Philosophy 12 (1):1–16.
"One and the Same Method": John Dewey's Thesis of Unity of Method in Ethics and Science.William R. Caspary - 2003 - Transactions of the Charles S. Peirce Society 39 (3):445 - 468.

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Toward A Deweyan Theory of Ethical and Aesthetic Performing Arts Practice.Aili Bresnahan - 2014 - Journal of Aesthetics and Phenomenology 1 (2):133-148.
Dewey, Addams, and Beyond.Danielle Lake - 2015 - Contemporary Pragmatism 12 (2):251-274.
The Grammar of the Human Life Process: John Dewey's New Theory of Language.Fred Harris - 2012 - Educational Philosophy and Theory 44 (s1):18-30.

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